Key Components in the "Teacher as Partner": What Makes Symmetry in Teacher-Student Interactions Work?

• In Event: Marriott Roundtable Session 19
  In Roundtable Session: Dialogue and Interactions for Science Learning

Abstract

The ApproachName is an approach to inquiry-based science teaching, where the teacher works with students in symmetrical interactions. Prior research suggests that this enables learners to witness the difficulties and fallibility that even experts can experience, which in turn, can foster self-efficacy. We report on a within-subjects study that aimed to identify the factors that comprise the mechanism of how ApproachName fosters scientific self-efficacy. Of two factors that were measured, one was significantly associated with pre to post changes in scientific self-efficacy, while the other was not. The study makes first steps in uncovering an underlying mechanism, and points to future research directions that can more fully articulate such a mechanism.

Authors

• Iris Tabak, Ben-Gurion University of the Negev

• Ilana Dubovi, Tel Aviv University

• Tali Sabag, Carasso Science Park